Comparing PBL between China and America Class

Abstract

Problem-based learning (PBL) is a teaching model which has been widely applied in class throughout the world. PBL originated in America and developed systematically in western countries. To further the PBL development in China, this paper mainly makes comparison of PBL in class between China and America based on two authentic PBL class cases and finds out that PBL classes differ in process monitoring, project setting, and evaluation of works. At the same time, they are similar in the diversified assignments, project duration, and creative thinking skills. By analyzing these points, this research has three main findings :(1)The American case favors project-based learning more, whereas the Chinese case emphasizes problem-based learning; (2)When delivering the curriculum, it is crucial for teachers to strike a balance between PBL and related subjects, and obstacles, length, or materials should also be taken into account. ; (3)Group collaboration is the primary means of reducing the management challenge in PBL teaching, and strengthening PBL teaching management is a link in the teaching process. The paper contributes to helping teachers who are committed to PBL adopt the good points and avoid shortcomings of the lesson plan and project design.